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[Xmca-l] Re: Gunilla's 1996 paper



Leif,
Thanks for this paper that is adding to this tapestry.

I want to direct readers to the last paragraph on page 11 and first paragraph on page 12 where Gunilla (with the help of Merleau-Ponty and Rasmussen, is exploring *living space* which is different from abstract geometric space.

The physical expression of play links to the imaginary process and the aesthetic (form) of play. 
When the children pretend to be cats they move with soft sensuous movements. The *feeling* (makes) the movements soft and THIS feeling movement (spirals back) and reinforces the softness in the feeling.
The TRANSformation in this feeling movement is thus an aesthetic process, and this aesthetic process creates *new* meaning.

Childrens physical *expressions* also reflect the way in which they *experience* the space which surrounds them.

A room IS AN EXTENTION of the childs body. Children do not perceive/experience a room ‘as’ an abstract geometric *entity* - children move around *in* living space. (Rasmussen, 1996).

Children see the topology of a room. In other words the room is a dynamic network OF *places* (topos) of a room.
A topos with individual qualitative qualities.

In other words :
A room *is a world*.
THIS says Gunilla is an aesthetic way/path of looking at space.
A mode.

My turn is up, but i felt a deep resonance when reading these words of Gunilla as we explore perezhivanie and playworlds.
Gunilla focuses on children, but can these insights be extended beyond childhood?

Sent from my Windows 10 phone

From: Leif Strandberg
Sent: February 15, 2017 10:20 AM
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: Gunilla's 1996 paper



greetings from Sweden

Leif

15 feb 2017 kl. 19:03 skrev Beth Ferholt <bferholt@gmail.com>:

> Thank you!  A very interesting way to discuss this -- It has mean thinking
> about it anew, Beth
> 
> On Wed, Feb 8, 2017 at 3:53 PM, <lpscholar2@gmail.com> wrote:
> 
>> Beth,
>> 
>> This most recent article fleshes out and makes distinct Gunilla’s
>> contribution to re-interpreting Vygotsky and moving away from Leontiev who
>> believes children are modelling themselves on adults.  i will quote a
>> paragraph from page 930 of your and Monica’s article that should give pause
>> as we move around and through this topic of playworlds :
>> 
>> 
>> 
>> Of central importance to Lindqvist’s (1995, p. 50) theory of play is her
>> positioning of herself in opposition to Leontiev, whom she characterizes as
>> believing that adult roles are what children plat at, as believing that
>> children’s ‘play faces the future’ because children in play are MODELING
>> themselves on adults.  She explains that Leontiev thinks of play as
>> REPRODUCTION of roles in an adult world, not as PRODUCTIVE.  Here Lindqvist
>> is arguing that children are, often, modeling themselves on adults in play,
>> but that play faces a future that will be created, in part, by those who
>> are now children, and that will be created within some constraints that
>> those who are now adults cannot even imagine.
>> 
>> Lindqvist’s contribution to play theory derives in part from her ability
>> to interpret Vygotsky’s work from outside the cultural, historical, and
>> political context in which it was created.
>> 
>> 
>> 
>> 
>> 
>> I offer this paragraph because when I read the above quote in which the
>> semantic ‘()’ challenges what in particular children are modelling (i.e.
>> adults) this leaves open the centrality of the modelling process itself as
>> the focus and not being **an adult**.
>> 
>> 
>> 
>> When Gunilla introduces **fear** figuratively AS the person under the
>> bed, a modelling process is presented in a shared world  but that modelling
>> is not  focusing on being **an adult**.
>> 
>> Now the modelling process can be **an adult** or the modelling process
>> can be **fear**.
>> 
>> 
>> 
>> Each are particular  instances of this modelling process. The modelling
>> becomes the central focus. If we treat ‘adult’ as real and ‘fear’ as
>> pretend and draw a RIGID boundary ‘marker’ between modelling (an adult) and
>> modelling (fear) as two opposite phenomena, we seem to loose the actual
>> phenomena of modelling and its centrality.
>> 
>> 
>> 
>> When **fear** is actualized as a person and **an adult** is actualized as
>> a person, children can model either within a dramatic ‘()’.
>> 
>> This phenomena has many sides in the way Merleau Ponty images ‘sides’ or
>> aspects. For example if we face  the forward or side of something we
>> imagine the back ‘side’ and move to verify this in space. It seems **fear**
>> and **an adult** as somethings offer faces in the cloud that are examples
>> of modelling phenomena. This no longer privileges **an adult** as more
>> central than **fear** as phenomena modelled.
>> 
>> Or so it seems?
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> Sent from my Windows 10 phone
>> 
>> 
>> 
>> *From: *Beth Ferholt <bferholt@gmail.com>
>> *Sent: *February 8, 2017 8:48 AM
>> *To: *laure.kloetzer@gmail.com; eXtended Mind, Culture, Activity
>> <xmca-l@mailman.ucsd.edu>
>> 
>> *Subject: *[Xmca-l] Re: Gunilla's 1996 paper
>> 
>> 
>> 
>> Let Monica and I know if there are others you are looking for, Laura, and
>> 
>> maybe this is helpful? She wrote several things that should be read more
>> 
>> than they are! Or more should be translated... Beth
>> 
>> 
>> 
>> On Tue, Feb 7, 2017 at 1:56 PM, Laure Kloetzer <laure.kloetzer@gmail.com>
>> 
>> wrote:
>> 
>> 
>> 
>>> Dear Brian,
>> 
>>> 
>> 
>>> Thank you so much for sharing ! Very interesting for me indeed.
>> 
>>> 
>> 
>>> I decided to work on play with my students this semester as it is a
>> 
>>> wonderful and engaging entry into a lot of fascinating dimensions of
>> 
>>> learning & culture. I also plan to make them work on classical works by
>> 
>>> Piaget and Vygotsky, and help them test the hypotheses of these authors
>> on
>> 
>>> real observations of play.
>> 
>>> 
>> 
>>> Best,
>> 
>>> LK
>> 
>>> 
>> 
>>> 
>> 
>>> 
>> 
>>> 
>> 
>>> 
>> 
>>> 
>> 
>>> 2017-02-07 19:05 GMT+01:00 Edmiston, Brian W. <edmiston.1@osu.edu>:
>> 
>>> 
>> 
>>>> Thanks so much, Alfredo
>> 
>>>> 
>> 
>>>> Laure, you might be interested in this chapter of mine in which I build
>> 
>>> on
>> 
>>>> Lindqvist’s work
>> 
>>>> It's coming out in the new Routledge Handbook of Early Childhood Play
>> 
>>>> (I know Beth has a chapter in there too)
>> 
>>>> 
>> 
>>>> Brian Edmiston
>> 
>>>> 
>> 
>>>> 
>> 
>>>> 
>> 
>>>>> On 7 Feb 2017, at 11:37 am, Alfredo Jornet Gil <a.j.gil@iped.uio.no>
>> 
>>>> wrote:
>> 
>>>>> 
>> 
>>>>> I see. Here is the article! I think this time is right.
>> 
>>>>> 
>> 
>>>>> Alfredo
>> 
>>>>> ________________________________________
>> 
>>>>> From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.
>> edu
>> 
>>>> 
>> 
>>>> on behalf of Alfredo Jornet Gil <a.j.gil@iped.uio.no>
>> 
>>>>> Sent: 07 February 2017 17:18
>> 
>>>>> To: eXtended Mind, Culture, Activity; laure.kloetzer@gmail.com
>> 
>>>>> Subject: [Xmca-l] Re: Gunilla's 1996 paper
>> 
>>>>> 
>> 
>>>>> Hi Laure,
>> 
>>>>> 
>> 
>>>>> I find this online. not the best copy, but one available. See if you
>> 
>>> can
>> 
>>>> download it (it's 3MB big, can make it smaller and share if you could
>> not
>> 
>>>> download)
>> 
>>>>> http://files.eric.ed.gov/fulltext/ED396824.pdf
>> 
>>>>> Hope it helps,
>> 
>>>>> Alfredo
>> 
>>>>> ________________________________________
>> 
>>>>> From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.
>> edu
>> 
>>>> 
>> 
>>>> on behalf of Laure Kloetzer <laure.kloetzer@gmail.com>
>> 
>>>>> Sent: 07 February 2017 17:01
>> 
>>>>> To: eXtended Mind, Culture, Activity
>> 
>>>>> Subject: [Xmca-l]  Gunilla's 1996 paper
>> 
>>>>> 
>> 
>>>>> Dear colleagues,
>> 
>>>>> 
>> 
>>>>> After a desperate search for Gunilla's classical paper in my Swiss
>> 
>>>>> libraries, I am asking the community for some help. Would one of you
>> 
>>>> have a
>> 
>>>>> pdf copy of:
>> 
>>>>> 
>> 
>>>>> Lindqvist, G. (1996). The aesthetics of play. A didactic study of
>> play
>> 
>>>> and
>> 
>>>>> culture in preschools. *Early Years*, *17*(1), 6-11.
>> 
>>>>> 
>> 
>>>>> Thanks a lot for your help !
>> 
>>>>> Best regards
>> 
>>>>> LK
>> 
>>>>> <Linqvist 1996 The aesthetics of play Early years.pdf>
>> 
>>>> 
>> 
>>>> 
>> 
>>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> --
>> 
>> Beth Ferholt
>> 
>> Assistant Professor
>> 
>> Department of Early Childhood and Art Education
>> 
>> Brooklyn College, City University of New York
>> 
>> 2900 Bedford Avenue
>> 
>> Brooklyn, NY 11210-2889
>> 
>> 
>> 
>> Email: bferholt@brooklyn.cuny.edu
>> 
>> Phone: (718) 951-5205
>> 
>> Fax: (718) 951-4816
>> 
>> 
>> 
> 
> 
> 
> -- 
> Beth Ferholt
> Assistant Professor
> Department of Early Childhood and Art Education
> Brooklyn College, City University of New York
> 2900 Bedford Avenue
> Brooklyn, NY 11210-2889
> 
> Email: bferholt@brooklyn.cuny.edu
> Phone: (718) 951-5205
> Fax: (718) 951-4816